Introduction to 'The Learner'
My learner is an eight-year-old male, and is currently in grade two. He lives with his Mother and Father with two older brothers. He attends a co-ed school in Chelsea. With a very happy, energetic personalty he was very happy to sit down with me and tell me a bit about himself, his hobbies, interests and life. He likes to read and was more than happy to read me a book, and tell me about his favourite book, Batman - The Dark Knight: The Junior Novel (2008) by Peter Lerangis.
At a glance, the book appeared to be very advanced for a child of his age. The learner then informed me that he was given the book as a gift from his parents, and he was happy to tell me about the book and show me images that are within it. He was a confident reader, though he struggled on some of the more difficult words, or words that required special consideration for pronunciation. The learner had not yet finished reading the book although he had been reading it for some time.
As the learner's chosen book was advanced for his age, I introduced him to a new text that I had chosen, Hooper Humperdink... ? NOT HIM! by Theo. LeSieg, more famously known as "Dr. Seuss". As the book said “Theo LeSieg” authored it, I asked the learner if he was familiar with the author. As he correctly identified him as the author, it was apparent that the learner had read, and was familiar with, the works of "Dr. Seuss" . The learner began to read the book confidently, though his reading was broken up as he had to take a moment to process words before speaking them. By breaking down words into smaller 'chunks' the learner was able to read large words that he was unfamiliar with, and needed very little prompting throughout the book. While reading, I noticed that the reader studied the accompaning images before reading text on pages before reading the text.
The learner struggled with concepts of punctuation and ignored commas and full stops. When it came to reading letters in different cases, the learner appeared to struggle too. An example of this is with the letter "i". The learner correctly pronounced words like "Izzy" and "him", but incorrectly pronounced words like "kids", pronouncing it as "kides" instead. When I asked the learner to identify what was happening in the images throughout the book, he paid a lot of attention to detail reading signs, branding on objects, or the locales of items.
My learner is an eight-year-old male, and is currently in grade two. He lives with his Mother and Father with two older brothers. He attends a co-ed school in Chelsea. With a very happy, energetic personalty he was very happy to sit down with me and tell me a bit about himself, his hobbies, interests and life. He likes to read and was more than happy to read me a book, and tell me about his favourite book, Batman - The Dark Knight: The Junior Novel (2008) by Peter Lerangis.
At a glance, the book appeared to be very advanced for a child of his age. The learner then informed me that he was given the book as a gift from his parents, and he was happy to tell me about the book and show me images that are within it. He was a confident reader, though he struggled on some of the more difficult words, or words that required special consideration for pronunciation. The learner had not yet finished reading the book although he had been reading it for some time.
As the learner's chosen book was advanced for his age, I introduced him to a new text that I had chosen, Hooper Humperdink... ? NOT HIM! by Theo. LeSieg, more famously known as "Dr. Seuss". As the book said “Theo LeSieg” authored it, I asked the learner if he was familiar with the author. As he correctly identified him as the author, it was apparent that the learner had read, and was familiar with, the works of "Dr. Seuss" . The learner began to read the book confidently, though his reading was broken up as he had to take a moment to process words before speaking them. By breaking down words into smaller 'chunks' the learner was able to read large words that he was unfamiliar with, and needed very little prompting throughout the book. While reading, I noticed that the reader studied the accompaning images before reading text on pages before reading the text.
The learner struggled with concepts of punctuation and ignored commas and full stops. When it came to reading letters in different cases, the learner appeared to struggle too. An example of this is with the letter "i". The learner correctly pronounced words like "Izzy" and "him", but incorrectly pronounced words like "kids", pronouncing it as "kides" instead. When I asked the learner to identify what was happening in the images throughout the book, he paid a lot of attention to detail reading signs, branding on objects, or the locales of items.
- Introduction to Learner
- Reading Interests Survey
- Learner Understanding
- Reading Fluency
- Writing Assessment
Teaching Programs
- Classroom Structure
- Teaching Approaches
- Reading/Writing Approaches
- Observation Notes
Teaching Resources
Statement of Observation
Permission Slip
Reference List
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